

 Rice university’s nsf advance

Monday lunch presentation presented by Yousif Shamo at the 2011 NSF ADVANCE Workshop: Negotiating the Ideal Faculty Position, A Workshop for Underrepresented PhDs and Postdocs in Science, Engineering and Psychology September 1820, 2011
Why do we teach?
 So that individuals
learn
 To convey the excitement of our intellectual area
 To capture interest and imagination
 To ensure deep understanding
 To share our own research efforts
Who do we teach?
 Undergraduates (focus for today)
 Graduate Students (focus)/Postdocs
 Colleagues
 Your chair, your dean
 The public
 Program managers/patent office/others
Remember…
 Developing a good course takes time
 Learn good time management
 What students learn is
less than what you teach
 Don’t just try to cover the material
 Understand different learning styles
 Students have different ways of learning
 Use the resources you have available
 Be aware of accessibility requirements
What is the nature of your course?
 Large/medium/small enrollment?
 Lecturetype classroom or smaller more intimate setting?
 Majors? Upper level or lower level?
 Nonmajors?
Styles for these different types of courses are quite different!
Think about “active learning”
 Traditional/passive learning = lectures + exams
 Studentcentered, active learning can include (among many possibilities):
 Use of IClickers
 Online quizzes
 12 minute papers
 Student discussion and reporting
 Projects
Find out about resources
 Are IClickers available?
 What support for teaching is available?
 Are there faculty groups to discuss teaching?
 Are there online resources in your area for studentcentered learning?
 Are there sessions at professional meetings or specific meetings relevant to your area?
 Will your Chair pay for you to attend?
Know about yourself
 If you are asked what you’d like to teach…
 Do you really love a big lecture setting?
 Does a small group setting elicit a sense of excitement or a sense of dread?
 You may not have the opportunity to choose, but knowing what attracts you (and why) may help in dealing with your teaching assignment
Preparation is key
 Plan for 68 hours of preparation per class session the first year
 Get notes from the previous lecturer, but make the course your own
 Be familiar with the material (rehearse a lecture beforehand if you need to)
 Don’t wait until the last minute
 Not much room to improvise
 May be easier in smaller classes
Do’s and do not’s
 Do not expect perfection
 Do not expect eager, listening faces
 Do learn the names of your students if at all possible
 Do get feedback
during the semester
 You can adjust accordingly
 Do work the problems yourself
 Texts have typos and errors – read the text
Think very carefully about your syllabus
 Textbook information
 Policies/Grading information
 What makes up the grade? Is there a curve?
 Are there makeup exams?
 Don’t change point assignments midsemester — stick with the syllabus
 Think through the grading scheme — they’ll ask, so you might as well be ready!
Don’t make exceptions
 If you make an exception for an individual, it will be an exception for the entire course
 Do you allow —
 Regrading?
 Late tests? If not, how is grade determined if student was ill/had a death in family?
Questions & Answers
show that the set of all natural number form semi group under the composition of addition
explain and give four Example hyperbolic function
The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of the
fraction, the value of the fraction becomes 2/3. Find the original fraction.
2. The sum of the least and greatest of 3 consecutive integers is 60. What are the valu
1. x + 6 2
 = _
x + 9 + 6 3
x + 6 3
 x  (cross multiply)
x + 15 2
3(x + 6) = 2(x + 15)
3x + 18 = 2x + 30 (2x from both)
x + 18 = 30 (18 from both)
x = 12
Test:
12 + 6 18 2
 =  = 
12 + 9 + 6 27 3
Pawel
2.
(x) + (x + 2) = 60
2x + 2 = 60
2x = 58
x = 29
29, 30, & 31
Pawel
on number 2 question How did you got 2x +2
Ifeanyi
combine like terms. x + x + 2 is same as 2x + 2
Pawel
Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
Mark = x,. Don = 3x + 1
x + 3x + 1 = 113
4x = 112, x = 28
Mark = 28, Don = 85, 28 + 85 = 113
Pawel
how do I set up the problem?
what is a solution set?
Harshika
find the subring of gaussian integers?
Rofiqul
hello, I am happy to help!
please can go further on polynomials quadratic
Abdullahi
I need quadratic equation link to Alpa Beta
divide by 2 on each side of the equal sign to solve for x
corri
Want to review on complex number
1.What are complex number
2.How to solve complex number problems.
Beyan
yes i wantt to review
Mark
use the y intercept and slope to sketch the graph of the equation y=6x
how do we prove the quadratic formular
please help me prove quadratic formula
Darius
hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
thank you
help me with how to prove the quadratic equation
Seidu
may God blessed u for that.
Please I want u to help me in sets.
Opoku
x2y+3z=3
2xy+z=7
x+3yz=6
can you teacch how to solve that🙏
Mark
Solve for the first variable in one of the equations, then substitute the result into the other equation.
Point For:
(6111,4111,−411)(6111,4111,411)
Equation Form:
x=6111,y=4111,z=−411x=6111,y=4111,z=411
Brenna
(61/11,41/11,−4/11)
Brenna
x=61/11
y=41/11
z=−4/11
x=61/11
y=41/11
z=4/11
Brenna
Need help solving this problem (2/7)^2
what is the coefficient of 4×
how did you get the value of 2000N.What calculations are needed to arrive at it
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Source:
OpenStax, Rice university’s nsf advance program’s negotiating the ideal faculty position workshop master collection of presentations. OpenStax CNX. Mar 08, 2012 Download for free at http://cnx.org/content/col11413/1.1
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